Victoria Chou Hare
Biographic Data
| ID | 5180816 |
|---|---|
| NAME | Victoria Chou Hare |
| GIVEN NAMES | Victoria Chou |
| FAMILY NAME | Hare |
| SIGNATURE | HARE V C |
| AFFILIATIONS | University of Illinois Chicago |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 1991 |
| H-INDEX | 2 |
Coming to Terms
Terms used to designate knowledge constructs have proliferated in the literature and often seem to duplicate, subsume, or contradict one another. In this article, we present a conceptual framework for organizing and relating terms that pertain to select knowledge constructs. We begin with an examination of the literature. Based on that review, we build a framework that is intended to clarify terms, and the associations among them, and to articula…
Text Effects on Main Idea Comprehension
IN TWO STUDIES the authors examined the effects of selected text features on students' main idea comprehension. Seventy-five fourth-grade, 78 sixth-grade, and 107 eleventh-grade students in the United States participated in the studies. In Study 1, students were asked to identify the main ideas of two kinds of text with a listing structure: contrived instructional texts, and less constrained texts like those in content area textbooks. In Study 2,…
Direct Instruction of Summarization Skills
BORROWING FROM the work of Brown and Day (1983; Day, 1980), two versions of a summarization intervention program were designed, one taught inductively and one taught deductively. The inductive instruction and the deductive instruction were delivered to 22 low-income, minority high school students each, over three 2-hour sessions, excluding pretest and posttest. No significant differences in summarization process and product were observed between …
Inducing Use of a Text Lookback Strategy among Unsuccessful Readers
A text lookback strategy was taught to 12 remedial readers in three sessions. Readers were taught why to use lookbacks, when to use them, and where to use them with expository texts and accompanying questions. Five days after training was completed, the 12 subjects and 12 students in a control group were assessed for use of lookbacks and question-answering accuracy. Significant differences between training and control groups emerged both for perc…
Direct Instruction of Summarization Skills
BORROWING FROM the work of Brown and Day (1983; Day, 1980), two versions of a summarization intervention program were designed, one taught inductively and one taught deductively. The inductive instruction and the deductive instruction were delivered to 22 low-income, minority high school students each, over three 2-hour sessions, excluding pretest and posttest. No significant differences in summarization process and product were observed between …
Inducing Use of a Text Lookback Strategy among Unsuccessful Readers
A text lookback strategy was taught to 12 remedial readers in three sessions. Readers were taught why to use lookbacks, when to use them, and where to use them with expository texts and accompanying questions. Five days after training was completed, the 12 subjects and 12 students in a control group were assessed for use of lookbacks and question-answering accuracy. Significant differences between training and control groups emerged both for perc…
Text Effects on Main Idea Comprehension
IN TWO STUDIES the authors examined the effects of selected text features on students' main idea comprehension. Seventy-five fourth-grade, 78 sixth-grade, and 107 eleventh-grade students in the United States participated in the studies. In Study 1, students were asked to identify the main ideas of two kinds of text with a listing structure: contrived instructional texts, and less constrained texts like those in content area textbooks. In Study 2,…
Direct Instruction of Summarization Skills
BORROWING FROM the work of Brown and Day (1983; Day, 1980), two versions of a summarization intervention program were designed, one taught inductively and one taught deductively. The inductive instruction and the deductive instruction were delivered to 22 low-income, minority high school students each, over three 2-hour sessions, excluding pretest and posttest. No significant differences in summarization process and product were observed between …
Inducing Use of a Text Lookback Strategy among Unsuccessful Readers
A text lookback strategy was taught to 12 remedial readers in three sessions. Readers were taught why to use lookbacks, when to use them, and where to use them with expository texts and accompanying questions. Five days after training was completed, the 12 subjects and 12 students in a control group were assessed for use of lookbacks and question-answering accuracy. Significant differences between training and control groups emerged both for perc…
Text Effects on Main Idea Comprehension
IN TWO STUDIES the authors examined the effects of selected text features on students' main idea comprehension. Seventy-five fourth-grade, 78 sixth-grade, and 107 eleventh-grade students in the United States participated in the studies. In Study 1, students were asked to identify the main ideas of two kinds of text with a listing structure: contrived instructional texts, and less constrained texts like those in content area textbooks. In Study 2,…
Coming to Terms
Terms used to designate knowledge constructs have proliferated in the literature and often seem to duplicate, subsume, or contradict one another. In this article, we present a conceptual framework for organizing and relating terms that pertain to select knowledge constructs. We begin with an examination of the literature. Based on that review, we build a framework that is intended to clarify terms, and the associations among them, and to articula…
Psychology (4 works) · Educational Strategies and Epistemologies (3 works) · Mathematics education (3 works) · Reading and Literacy Development (3 works) · Computer Science (2 works) · Education and Critical Thinking Development (2 works) · Innovative Teaching and Learning Methods (2 works) · Artificial Intelligence (1 work) · Artificial Intelligence (1 work) · Automatic summarization (1 work)